SPA 4400 Chapter Notes - Chapter 3: Evidence-Based Practice, Dynamic Assessment, Auxiliary Verb
26 Sep 2020
School
Department
Course
Professor
Intervention
Chapter 3
• Purpose of intervention
o Goal
▪ Teach language behaviors
▪ Make the child a better communicator
o What is the purpose of intervention?
▪ Change or eliminate the underlying problem
▪ Render the child a normal language learner
• We teach the child to better communicate but does not
guarantee that they will need further help
▪ Teach compensatory strategies
▪ Changing the child’s environment
• Developing intervention plans
o Once purpose is determined the next step is determining intervention
o Intervention must be carefully planned before implemented
o Evidence based practice
▪ The conscientious, explicit and unbaised use of current best research
results in making decisions about the care of individual clients
▪ Integrates:
• Clinical expertise
• Best available external clinical evidence
▪ Must consider internal evidence:
• Characteristics of the clinet and family
• Their willingness to particpipae in treatment
• Their perfernce
▪ We must view experts with skepticism
o Formulate clinical question using PICO
▪ P – patient / problem
▪ I – internvetion being considered
▪ C – comparison treatment
▪ O – desired outcome
o Three aspects of interventionplan
▪ The intedned products / hypothesis of internvetion
▪ Processes used to achieve these objectives
▪ Contexts / environment in which internvention takes place
• Products of intervention: Setting goals
o Goal selection is VERY important and you need assessment data to determine
goal setting
o Basic goals
▪ Areas selected because functionality or severity of deficit
• General goals
▪ Usually correspond to long term goals
o Intermediate goals
▪ Provide greater specification within a basic goal
▪ Usually correspond to short term goals
o Specific goals
▪ Specfici instances of the language form, content, use
▪ Should include those the child uses correctly on occasion
o ZPD
▪ Strategy for goal setting can be though of as targeting ZPD
▪ The distance between chid’s current level of independent functioning and
potential level of performance
• What the child is ready to learn with some help
▪ If goal is too far beyond ZPD
• The child will be unable to acquire it efficiently
o Using dynamic assessment to find ZPD
▪ Identifying a particular form that is used infrequently in the client’s
spontaneous speech
• Choosing evidence-based targets
o Some people believe what is more important than how is taught
▪ Targeting the wrong goals means more appropriate goals aren’t being
taught
o Not all morphemes are created equal
o English speaking children with DLD usually learn first:
▪ -ing
▪ Plurals
▪ Locatives ( in and on)
o They have trouble learning
▪ Signal verb tense
▪ -ed
▪ Third person singular /s/
▪ Auxiliary verb forms (do does did)
• Processing versus content intervention
o If we want to teach children communication skills, we should target the use and
understanding of the sounds, words, sentences, and forms that make
communication possible
• Complexity
o ZPD does NOT mean limit complexity
▪ It only means controlling it
o Three ways to make sentences more complex
▪ Elaborate noun phrases
• Adjectives, prepositional phrases, relative clauses
▪ Elaborating verb phrases
Document Summary
Intervention must be carefully planned before implemented: evidence based practice, the conscientious, explicit and unbaised use of current best research results in making decisions about the care of individual clients. Integrates: clinical expertise, best available external clinical evidence, must consider internal evidence, characteristics of the clinet and family, their willingness to particpipae in treatment, their perfernce, we must view experts with skepticism, formulate clinical question using pico. If goal is too far beyond zpd: the child will be unable to acquire it efficiently, using dynamic assessment to find zpd. Ing: plurals, locatives ( in and on, they have trouble learning. Ed: signal verb tense, third person singular /s, auxiliary verb forms (do does did, processing versus content intervention. If we want to teach children communication skills, we should target the use and understanding of the sounds, words, sentences, and forms that make communication possible: complexity, zpd does not mean limit complexity.
